Parents' participation in special education in the context of implicit educational ideologies and socioeconomic status

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Abstract

This qualitative study situates parents' perceptions of their participation and role in special education planning in multiple contexts. Semi-structured interviews were conducted with 33 diverse parents of children with disabilities. The findings reveal the existence of special education discourses and practices that are entrenched in a deficit-based model and in implicit educational ideologies that sanction segregated education for many children with disabilities. Parents' perception of themselves as advocates was a key theme. Decisions about the placement of children with disabilities in inclusive classrooms appeared to be parent-driven. The findings shed light on the socioeconomic contexts in which family-professional partnerships and educational decision-making for children with disabilities are embedded.

Original languageEnglish
Pages (from-to)474-486
Number of pages13
JournalEducation and Training in Autism and Developmental Disabilities
Volume47
Issue number4
StatePublished - 1 Dec 2012

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